Russian Christian Academy for the Humanities . Russian Christian Academy for the Humanities  Russian Christian Academy

I will not give any characteristics, I will just tell the story of my studies at the RHGA. She studied at the Department of Culturology and Art History. The first two years were cloudless: easy sessions, no problems, many interesting subjects which were read by well-trained teachers. But in the second half of the training, half the staff of the Academy and the training department were replaced, and a uniform nightmare began. The curriculum began to decline rapidly, the level of teaching fell below the plinth. Lectures were canceled without warning, teachers forgot to warn about the test / exam, students' records were lost, so they had to literally storm the dean's office, so as not to count a dozen or two debts. I have never done without outright rudeness and ignoring the student's problems. In addition, the leadership of the department was replaced. Among the teachers of the department, there was almost not a single specialist who knew his subject perfectly, and a good half of the program had to be mastered at home. The art history hours were almost halved, but philosophy and other subordinate disciplines were more than enough. The program for art historians is very superficial: a huge number of subjects are more suitable for cultural studies. Of all the teachers in the department, one can count on the fingers of one hand certified art historians. Even the head of the department, and he is not an art critic by education, or even a cultural expert. However, these were still flowers. The biggest shock came to me when, at the end of the 3rd year, I was told that my specialty Culturology, it turns out, has not existed for a year already, that I am registered in philosophy and I have 30 subjects of academic difference. I had to hastily transfer to art history. So, I ended up in the 4th year with 20 debts, half of which are specialized. The diploma was approaching. I handed over under constant threats of deductions. Plus, a teacher appeared, fixated on banishing students' abstracts for plagiarism (although from time to time we were told that an abstract is not scientific work, and compilation of different sources and is evaluated according to the principle of disclosure / non-disclosure of the topic). 5 items hung (I just didn’t want to accept it, I copied it 10 times). The whole department had to get together (other students also had this problem) and write an official complaint to the dean. The problem was resolved, but with subsequent insults and complaints, they say, "we are so good, we try so hard, and you scribble on us". The next and biggest shock was the change in the topic of the diploma, approved back in December, to a completely unfamiliar and undeveloped one, and it was plainly stated that I MYSELF GIVEN GOOD ON IT YET IN DECEMBER. It was impossible to prove anything (probably issued with a back date). Conversations with the dean and the head of the educational department did not yield any results. In addition, the new head of the department simply took up arms against all the students who signed a complaint against the teacher, who was in good standing, although her "teaching" terrified everyone. I was forbidden to change the topic of my diploma, was scolded, rude, accused of “ingratitude”, said that they would leave me again in the 4th year and, as I understood from transparent hints, they would spoil even more blood. And they throw in a dozen more debts ... Moreover, my classmate was released with debts and a diploma that did not even last for three. I was disappointed by the disgusting attitude, constant shoals in the educational process and low level programs. Immediately after the session, which was squeezed into the final year and a half weeks, I wrote a letter of expulsion in connection with a transfer to another university. THREE AND A HALF months instead of one I was waiting for an academic reference, and they managed to make mistakes in it. Now many specialized subjects have been reduced to FOUR LECTURES, and prices have increased even more. I will not speak for other departments, but I think that you will not get a good art history education at the RCSA. A huge amount of everything, whatever: the history of philosophy, literature, religion. And this is against the background of an uncontrollable reduction in specialized subjects, when compared with the program of 10 years ago. The groups are unforgivably small, so it’s a regularity to be at the 2 nd year of individual training and attend a university at most 2 times a week in one lecture. I repeat, I do not want to give any assessments, this is an UNIFICATED story, and I want everyone who wants to enter the Russian Christian Humanitarian Academy at the department of art history to find out everything thoroughly and get a guarantee that they will finish their studies without any delays and unforeseen incidents. ;

Russian Christian humanitarian academy (RHGA; before 2004 - Russian Christian humanitarian Institute ) - private educational institution higher vocational education founded in 1989. The Academy is an associate member of the North-West Branch of the Russian Academy of Education (since 1993). The Academy is also one of the members of the educational and methodological association of higher educational institutions of the Russian Federation for education in the field of historical and archival studies. The founders include the Russian Academy of Education, St. Petersburg Theological Academy,. The university has state accreditation.

Concept

A feature of the educational concept is the recognition of the history and foundations of Christianity as the most important component of humanitarian education. At the same time, the RCSA positions itself as a secular educational institution without any restrictions (national, religious) for students and teachers. At the same time, on its official website, the university is also called “in the bosom of the Russian Orthodox Church”. One of the main priorities of the Academy is the research activity of the teaching staff of the university. One of the features of the RCHA is its extensive publishing activity. The RHGA Publishing House is one of the leading humanitarian scientific publishing houses in St. Petersburg [ ] .

Structure

The university has four faculties. In addition, the RCSA has 4 permanent research seminars.

Faculties

• Faculty of World Languages ​​and Cultures
• Faculty of Philosophy, Theology and Religious Studies
• Psychology faculty
• Faculty of secondary vocational education

Permanent scientific conferences and seminars

• Historical and methodological seminar "Russian thought" under the guidance of prof. A. A. Ermicheva
• Seminars of the Center for the Study of Esotericism and Mysticism at the RCSA
• Pathological seminar
• Pedagogical scientific and practical seminar
• Sretensky scientific-practical conference "Psyche and Pneuma"
• Interuniversity conference of young scientists “God. Human. Peace"

Bulletin of the Russian Christian Humanitarian Academy

"Bulletin of the Russian Christian Academy for the Humanities" is a Russian-language scientific journal. Published since 1997, until 2005 it was called “Bulletin of the Russian Christian Humanitarian Institute”. Since 2006 he has been participating in the Russian Science Citation Index. The journal is also included in the List of Leading Periodicals of the Higher Attestation Commission.

Personalities

Campus

The building of the RCSA is located in the historical center of the city on the embankment of the Fontanka River opposite the Sheremetev Palace ("Fountain House").

Notes (edit)

1. All universities in Russia (unspecified) Archived April 18, 2012.
2. Register of accredited universities of FGU "Rosakkredagentstvo" (unspecified) ... Retrieved March 28, 2010. Archived April 18, 2012.
3. RAO - North-West Branch (unspecified) ... Retrieved March 28, 2010. Archived April 18, 2012.

I will not give any characteristics, I will just tell the story of my studies at the RHGA. She studied at the Department of Culturology and Art History. The first two years were cloudless: easy sessions, no problems, lots of interesting subjects that were read by well-trained teachers. But in the second half of the training, half the staff of the Academy and the training department were replaced, and a uniform nightmare began. The curriculum began to decline rapidly, the level of teaching fell below the plinth. Lectures were canceled without warning, teachers forgot to warn about the test / exam, students' records were lost, so they had to literally storm the dean's office, so as not to count a dozen or two debts. I have never done without outright rudeness and ignoring the student's problems. In addition, the leadership of the department changed, from which, as I said, cultural studies disappeared. Among the teachers of the department, there was almost not a single specialist who knew his subject perfectly, and a good half of the program had to be mastered at home. The art history hours were almost halved, but philosophy and other subordinate disciplines were more than enough. The program for art historians is very superficial: a huge number of subjects are more suitable for cultural studies. Of all the teachers in the department, one can count on the fingers of one hand certified art historians. However, these were still flowers. The biggest shock came to me when, at the end of the 3rd year, I was told that my specialty Culturology, it turns out, has not existed for a year already, that I am registered in philosophy and I have 30 subjects of academic difference. I had to hastily transfer to art history. So, I ended up in the 4th year with 20 debts, half of which are specialized. I handed over under constant threats of deductions. Plus, a teacher appeared, fixated on banishing students' abstracts for plagiarism. 5 items hung (I just didn’t want to accept it, I copied it 10 times). The whole department had to gather and write an official complaint to the dean. The problem was solved, but with subsequent insults and complaints, they say, we are so good, we are trying so hard, and you are scribbling on us. They changed the topic of the diploma, approved back in December, for a completely unfamiliar and undeveloped one, and they said that I MYSELF GIVEN GOOD ON IT YET IN DECEMBER. It was impossible to prove anything (probably issued with a back date). In addition, the new head of the department simply took up arms against the entire department, who signed a complaint against the teacher, who was in good standing, although her "teaching" terrified everyone. I was forbidden to change the topic of my diploma, was scolded, rude, accused of “ingratitude”, said that they would leave me again in the 4th year and, as I understood from transparent hints, they would spoil even more blood. And they throw in dozens of more debts ... In general, I was disappointed by the disgusting attitude, constant failures in the educational process and the low level of the program. Immediately after the session, I wrote an application for expulsion in connection with the transfer to another university. THREE AND HALF MONTHS instead of one month I was waiting for an academic reference, and they managed to make mistakes in it. I brought the documents to the new university on September 1 instead of August 1, as a result of which I study not fully completed and without a student card. When I came for help, I found out that many specialized subjects were reduced to FOUR LECTURES, and the price tags increased even more. I will not speak for other departments, but I think that you will not get a good art history education at the RCSA. A huge amount of everything, whatever: the history of philosophy, literature, religion. And this is against the background of an uncontrollable reduction in specialized subjects, when compared with the program of 10 years ago. I repeat, I do not want to give any assessments, this is an unthinkable story, and I want everyone who wants to enter the Russian Christian Humanitarian Academy at the department of art history to find out everything thoroughly and get a guarantee that they will finish their studies without any delays and unforeseen incidents.

Russian Christian Humanitarian Institute (RHGI) -

non-state higher educational institution, created in 1989 (the old name is the Higher Humanitarian Courses).

The founders of the RHGI are:

Russian Academy of Education

St. Petersburg Theological Academy

Institute of Russian Literature (Pushkin House)

RHGI is a non-profit organization: income from all types of activities is not distributed in the interests of the founders, but is reinvested directly into the educational institution. The goal of the RHGI is to create a center for Christian enlightenment and revival of Russian culture in St. Petersburg, the way to achieve it is to develop and implement a model of humanitarian education of a qualitatively new type. The novelty of the latter is due to the concept of a holistic humanitarian education, the recognition of the Christian worldview as the basis of humanitarian education and the election of Russian culture as the main object and goal of the educational process.

A holistic liberal arts education presupposes the choice of a specific specialization only against the background of a broad general humanitarian knowledge. For this studying proccess is built as a five-year study of the history of world culture, so that each academic year is devoted to a certain cultural and historical era (antiquity, the Middle Ages, etc.), and the history of literature, art, philosophy, political and religious life races

the periods under consideration are taught synchronously. This method of "immersion in culture" allows you to reveal the logic of the cultural and historical process and to understand the spiritual image of each era.

The following departments operate in the RHGI:

Russian history and culture

Theology

Art history

Classical philology

Romano-Germanic Philology

Philosophy

Culturology

DEPARTMENT OF RUSSIAN HISTORY AND CULTURE

It trains specialists who are able to analyze, develop and promote Russian humanitarian culture in the light of its age-old traditions and spiritual ideals of Orthodoxy and in the context of its ties with world culture. The program is based on a culturological approach in understanding Russian history, as a result of which the listeners get a complete understanding of Russian culture and can concretize their knowledge in the following areas: Russian literature and language, Russian history, Russian philosophy, Russian art.

DEPARTMENT OF ART

On a broad basis, general humanitarian education sets as its task the training of art critics of a new type, not only oriented in the history of the human spirit and possessing knowledge of art history, but also capable of participating in the management and functioning of art in modern culture as guides, experts, consultants, critics, organizers

exhibitors and art managers. This is ensured by teaching a number of subjects that have not been previously studied in our country at departments of this kind. The peculiarity of teaching at the faculty is in the initial appeal to the European face of Russian culture and art, to their spiritual Orthodox origins. The foundations of general humanitarian and general art education are laid at the first stage of training (bachelor's degree), which ends with a choice of specialization in the following areas: Art criticism, History of Western European art, History of Russian art, Organization of exhibition activities and art management.

DEPARTMENT OF THEOLOGY AND RELIGIOUS PEDAGOGY

The first experience of secular theological education in Russia. The program of the department combines a cycle of university-type humanities education with a cycle of theological and church-historical disciplines of theological seminaries and academies, which makes it possible for a graduate of the department, who successfully completed a full course of study, to receive a higher theological education. Most of the teachers are professors and docent of the St. Petersburg Theological Academy. However, theologians of the Roman Catholic and Lutheran churches also teach at the department. For teaching other religions (Islam, Judaism), specialists trained by the relevant religious structures and who are representatives of this confession are invited. The task of the department is to train teachers of secondary educational institutions in religious subjects, as well as specialists in need of theological education (workers of archives, libraries, museums, journalists, editors, etc.) who could teach and study religion in connection with the general history of culture. ... Theological and pedagogical department

indolence is not only educational structure, but also a research and coordination center for interfaith relations. The students of the department take part in the work of the Christian Interdisciplinary Center for the Study of New Religious Movements, the Institute of Missiology and Ecumenism at SPbDA and RHGI. Anyone from among the students of the RHGI is allowed to study at the department, regardless of confessional affiliation, nationality and gender.

DEPARTMENT OF CLASSICAL PHILOLOGY

Designed to meet the need for teachers of ancient Greek and Latin languages, ancient history and literature for gymnasiums, lyceums, and other secondary specialized educational institutions. The training is based on working with original texts. Well-informed students in the field of history, art, philosophy, literature, religious practice of ancient civilizations enables the graduates of the department to prepare courses related to the understanding of ancient culture as a whole.

DEPARTMENT OF ROMANO-GERMAN PHILOLOGY (English, German, French specialization)

It is focused on the production of specialists in the field of Romano-Germanic literatures who can comprehend their subject in the light of the main trends in the development of world culture. The subjects studied in the specialization are typical for similar university departments. At the same time, a thorough acquaintance of listeners not only with the literature of the countries of the studied language, but with a wide panorama of their cultural and historical life makes it possible to train specialists of a new type, firstly, in addition to teaching the philological disciplines themselves, to conduct courses in currently acutely deficient subjects - IP -

thorium (theory) of world culture; secondly, ready to work in specialized secondary educational institutions as teachers of regional and cultural history disciplines. For this purpose, most of the courses in this profile are taught at the department in the original language.

DEPARTMENTS OF PHILOSOPHY, CULTUROLOGY, RELIGIOUS STUDIES

They train specialists who will be able to teach humanitarian disciplines, as well as conduct research in various fields of humanitarian knowledge. The training is based on the analysis of tendencies and ideas of world philosophy: Russian - at the Department of Philosophy, Western European - at the Department of Culturology, Eastern - at the Department of Religious Studies.

Thorough culturological training, detailed acquaintance with the history of religious teachings of different eras and peoples makes it possible for the graduates of these departments to prepare training courses various profiles - in the history and theory of world and national culture, religious studies, and philosophical disciplines proper - logic, anthropology, history of philosophy, ethics, aesthetics, etc.

Efroimson V.P.

Genetics of ethics and aesthetics. - SPb .: "Talisman", 1995. - 288 p.

In the work of the classic of Russian genetics V.P. Efroimson (1908-1989), the idea of ​​genetic inheritance of the moral, ethical and aesthetic foundations of personality is defended. Within the framework of the problem "man and environment" the determining role of the impressions of early childhood is considered. A special chapter is devoted to the relationship between genius and hereditary psychopathology on the example of FM Dostoevsky. The book is written in a relaxed manner, with excursions into history, sociology, ethnology. For biologists, psychologists, sociologists, philosophers, educators.

Publishing credo:

All highly developed national cultures are characterized by a significant number of publishing enterprises. Their profile is different - scientific, educational, artistic, children's ... The criteria for their differences are varied - the quality of editorial training and printing level, production volumes ... But if we talk about the development of culture, we can distinguish publishing houses serving the functioning of society, and tools for its development. The activities of the RHGA Publishing House are a phenomenon of national identity, as well as the programmatic activities of the academy as a whole. The RHGA publishing house not only publishes books - scientific and educational, religious, philosophical and historical, program series of the publishing house purposefully link the past and future of Russian culture here and now. Central is the series "Russian Way", the name of which could become the motto of the Publishing House of the RHGA, which makes our publishing house completely unique in the information and cultural space modern Russia- synthesis of quite diverse trends. Firstly, a clearly pronounced programmatic character, as at one time in YMCA-PRESS. Second, the requirements for the scientific value of publications and qualified scientific and editorial design (the bulk of the editorial staff are former employees of the Nauka publishing house). Third, educational and educational orientation of publications. The publishing house, as a rule, does not deal with highly specialized projects.